Professional Reading Reflection #4

Book Synopsis #4: Inside Out ch. 8 "Responding to Student Writing"

I. Feedback

1. Give a sincere and measured response

2. Search for the good and potential in writing

3. Use personal and specific examples

II. Looking for the Good

1. Show students good examples from their own papers. Underline parts and say "I like this because..."

2. It is okay to laugh and tell students you had to "mine the slagheap looking for gems."

3. 'Good' is not an absolute standard: it is different for the unpracticed writer and for the effective writer

III. Teacher Responses

1. At the fluency stage, the student needs attention, encouragement, and support (Seeing potential, drawing out, spotting future topics, learning about the student, and rescuing gems from the slagheap)

2. As writers gain confidence, teachers become editors. Help students say things in the most powerful and effective way. (Phrase comments as questions or take-it or leave-it advice) There is a give and take relationship between teacher and student with regard to taking advice.

3. With confident writers, the teacher functions as a critic: arguing fine points of diction, asking for a more consistent point-of-view, challenging the writer to rework the piece.

4. Much easier to function as critic if you write with your students; building experience and credibility.

IV. Writing Response Groups

1. Teacher models appropriate writing responses

2. No cheap shots (avoid judgemental and unkind remarks)

3. Try to understand what the writer is trying to say

4. Find things to like in a piece

5. Find places for the writer to elaborate

6. Add musings and questions (I wonder..., What if...? If this were my piece, I might...)

7. Ask the writer what he plans to do next

8. Give the writer a chance to ask questions

9. Focus on the piece, not the writer

V. Teaching Students to Respond

1. Helping Circle: Start with your own writing. Ask students, "What does it need more of? What should be left out?" Listen, take notes and be accepting of comments. Show them the revisions you make based upon their feedback. Then move on to a confident student whom you've asked in advance. Rules: be positive, be helpful, and assume nothing.

2. Read (publish) excerpts of good student writing. Students feel pride when published.

3. In partners, have students come up with 3-5 questions about their writing that cannot be answered with a simple yes or no. These will extend the discussion after reading papers.

4. Standing groups function as a home base group for writers to share before their work goes public.

5. Editorial Boards (made up of 5-6 students) can select good writing and suggest changes. The board would publish excerpts by a deadline and send rejection letters to those not chosen.

6. Holistic Ratings: Some AP classes use holistic ratings. In groups have students read papers underlining good writing and making comments in the margins. Then the groups rate papers on a 5 point scale and write a brief defense of the rating.

These are good practices to remember. Often, I am so concerned with improving a piece that I don't take the time to just praise potential and the "gems" from amid the slagheap. I can also use my own writing more to model effective editing and revision practices. I will try to use some of these group strategies to offer support and suggestions to my fledgling writers.